scholarly journals Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms

2015 ◽  
Vol 31 (6) ◽  
Author(s):  
Muhammad Fauzan Ansyari
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
English Language ◽  
Development Programme ◽  
English Language Teaching ◽  
Pedagogical Content ◽  
Collaborative Environment ◽  
Basic Technology ◽  
Professional Development Programme ◽  
Authentic Learning Experiences

<p>This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university’s English language teaching setting. The study explored the characteristics of this programme to English lecturers’ technological pedagogical content knowledge (TPCK) development. This design-based research employed interviews, a data logbook, TPACK (Total PACKage) surveys, teacher attitudes toward computer (TAC) surveys, and a technology integration assessment rubric. Results show that participants had positive experiences with the professional development programme. TPCK was also enhanced after the professional development activities based on self-reported TPACK survey. Overall, evidence from all data sources shows that the professional development arrangement for technology integration improves the English lecturers’ TPCK. Crucial aspects of a professional development programme should include the TPACK framework as a knowledge base, the design approach, active engagement, authentic learning experiences in a collaborative environment, curriculum coherency, an intensive programme schedule, guidance, support, and feedback.</p>

Impact of a Professional Development Programme on Trainee Teachers' Beliefs and Teaching Practices

2016 ◽  
pp. 176-194
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Development Programme ◽  
Collaborative Action Research ◽  
Trainee Teachers ◽  
School Based ◽  
Professional Development Programme ◽  
Mathematic Education

This study emerged from the concerns experienced by the last-year English language trainee teachers during their school practicum. An increasing number of trainees complained that their existing beliefs conflicted, in many ways, with the school-based mentor's teaching practice. A collaborative action research (CAR) professional development programme (PDP) was established to help prospective teachers resolve many of the dilemmas and improve their classroom practices in a 10-week practicum course. It was found that CAR has a powerful impact upon teacher candidates as it solves many of the dilemmas and concerns. Belief changes of one trainee teacher are presented as an exemplary case. While such findings can improve our understandings of pre-service teachers' cognitive learning and problem solving skills at the practicum site, they also generate useful insights into designing a PDP to promote trainee teachers' school-based professional development in STEM (science, technology, engineering, and mathematic) education.

Impact of a Professional Development Programme on Trainee Teachers' Beliefs and Teaching Practices

2016 ◽  
pp. 1482-1500
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Development Programme ◽  
Collaborative Action Research ◽  
Trainee Teachers ◽  
School Based ◽  
Professional Development Programme ◽  
Mathematic Education

This study emerged from the concerns experienced by the last-year English language trainee teachers during their school practicum. An increasing number of trainees complained that their existing beliefs conflicted, in many ways, with the school-based mentor's teaching practice. A collaborative action research (CAR) professional development programme (PDP) was established to help prospective teachers resolve many of the dilemmas and improve their classroom practices in a 10-week practicum course. It was found that CAR has a powerful impact upon teacher candidates as it solves many of the dilemmas and concerns. Belief changes of one trainee teacher are presented as an exemplary case. While such findings can improve our understandings of pre-service teachers' cognitive learning and problem solving skills at the practicum site, they also generate useful insights into designing a PDP to promote trainee teachers' school-based professional development in STEM (science, technology, engineering, and mathematic) education.

Impact of a Professional Development Programme on Trainee Teachers' Beliefs and Teaching Practices

2016 ◽  
pp. 1484-1500
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teaching Practice ◽  
Cognitive Learning ◽  
Development Programme ◽  
Collaborative Action Research ◽  
Trainee Teachers ◽  
School Based ◽  
Professional Development Programme ◽  
Mathematic Education

This study emerged from the concerns experienced by the last-year English language trainee teachers during their school practicum. An increasing number of trainees complained that their existing beliefs conflicted, in many ways, with the school-based mentor's teaching practice. A collaborative action research (CAR) professional development programme (PDP) was established to help prospective teachers resolve many of the dilemmas and improve their classroom practices in a 10-week practicum course. It was found that CAR has a powerful impact upon teacher candidates as it solves many of the dilemmas and concerns. Belief changes of one trainee teacher are presented as an exemplary case. While such findings can improve our understandings of pre-service teachers' cognitive learning and problem solving skills at the practicum site, they also generate useful insights into designing a PDP to promote trainee teachers' school-based professional development in STEM (science, technology, engineering, and mathematic) education.

scholarly journals Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels

2021 ◽  
Vol 13 (11) ◽  
pp. 6410
Author(s):  
Merce Garcia-Mila ◽  
Andrea Miralda-Banda ◽  
Jose Luna ◽  
Ana Remesal ◽  
Núria Castells ◽  
...  
Keyword(s):  
Professional Development ◽  
Children And Adolescents ◽  
Development Programme ◽  
Cultural Literacy ◽  
Educational Levels ◽  
Dialogic Teaching ◽  
Short Films ◽  
Living Together ◽  
Diverse World ◽  
Professional Development Programme

In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

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